A Development of Learning Activity Through Experiential Learning Theory Combined with Being a Content Creator to Enhance Chinese Speaking Ability for Matthayomsuksa 3 Students

Abstract

          The purpose of this research was twofold: 1) to construct and assess the efficiency of a learning activity through experiential learning theory combined with being a content creator on social media, using a criterion of 75/75, and 2) to implement and study the outcomes of this learning activity by comparing the Chinese speaking ability of students before and after the activity. The study followed a research and development process in two steps: 1) involved constructing and assessing the effectiveness of the learning activity. The activity was certified by five experts and tried out with three students to assess the efficiency. 2) involved implementing and studying the outcomes of the learning activity. The sample group was 40 students of Matthayomsuksa 3. The research tool included 1) The learning activity 2) The field note 3) Chinese speaking ability test. The data were analyzed by mean scores ( ), standard deviation (S.D.) and effectiveness equal (E1/E2). The results of the study revealed that: 1) The learning activity involved five steps. The activity was of appropriate quality with the highest level of effectiveness at 76.33/75.11. 2) Chinese speaking ability in the posttest was higher than in the pretest with a statistical level of .01 and students gained proficiency in Chinese speaking through being a content creator.